2014 Volume 59 Issue 2 Pages 559-576
With the enforcement of various sport policies with a focus on strategic and comprehensive community sport clubs promotion, debate over the management form of extracurricular activities in Japan has been more focused on the trend of relationship-building both inside and outside of school. In this study, we discuss the validity of the club management form that is centered on activities inside the school, in an attempt to critically consider relationship-building trends. For this, we examine cases where a relationship has been initially formed, but then dissolved, by means of an interview survey with some teachers involved.
The relationships formed in comprehensive community sport clubs and extracurricular activities were achieved through the aggressive behavior of a single health and physical education teacher. Many school teachers in Japan feel responsible for the day-to-day club guidance. Therefore, cooperation with school sport activities outside the school is also open to other teachers. However, with regard to relationships with out-of-school activities, the consciousness of teachers began to change. In this study I confirmed the occupational culture of teachers, which involved “complicated efforts to build up relationships with local residents”, “a sense of extracurricular activities in school education,” and “indifference to out-of-school activities”. In fact, building relationships between comprehensive community sport clubs and extracurricular activities ended in failure.
Thus study has highlighted a drawback of current sports policy content in Japan. Current sport aims at the creation of a sports environment in all regions, including schools. However, no consideration seems to be given to the viewpoint of teachers who have supported sport in school. As long as there is no form of club management where teachers are indispensable, the situation in Japan would appear to be difficult.